International Journal of Management Education最新文献

{"title":"Innovating active learning through critical pedagogy for gender Equality: Rethinking healthcare management education in an unsupportive context","authors":"Elif İlhan ,&nbsp;Cihat Erbil ,&nbsp;Mehtap Çakmak Barsbay","doi":"10.1016/j.ijme.2025.101191","DOIUrl":"10.1016/j.ijme.2025.101191","url":null,"abstract":"<div><div>In this study, we seek to understand how active learning can be designed to promote gender equality in healthcare management education within an unsupportive context. Gender inequality is an overwhelming issue because females are still restrained by the cultural norms that hinder them from advancing into leadership positions. We introduce critical pedagogy as part of the healthcare management course based on active learning to encourage students to critique and subvert normative gender expectations. Through qualitative interviews with 16 female professionals who had completed the course based on active learning, we identified two key challenges: internalised gender-normative views on educational practices and structural barriers to inclusive educational practices. We propose that inclusive practices in education can be achieved with the combined use of critical pedagogies and active learning, turning resistance into an opportunity to broaden practice. Our approach outlines a way for forward-thinking educators and policy-makers to bring about equality and inclusion in the workforce, specifically regarding women in managerial roles within healthcare organisations.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101191"},"PeriodicalIF":6.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The evolution of online learning and engagement in management education during disruption: A paradoxical view","authors":"Jaclyn Perrmann-Graham ,&nbsp;Daniel M. Peat ,&nbsp;Amanda Christensen-Salem ,&nbsp;Fred O. Walumbwa","doi":"10.1016/j.ijme.2025.101190","DOIUrl":"10.1016/j.ijme.2025.101190","url":null,"abstract":"<div><div>In business and management education, engaging students in online courses is essential for teaching them to manage effectively in an increasingly global, virtual world. Yet, many online business courses struggle to sustain meaningful engagement, as learners often report feelings of isolation, decreased motivation, and a lack of interaction, posing challenges for instructors and students in achieving optimal outcomes. These challenges are exacerbated by a lack of studies examining the changing nature of engagement in business courses over time. This study draws on self-determination theory (SDT) to explore the evolution of student engagement in business and management programs through autonomy, competence, and relatedness in online environments before, during, and after the COVID-19 pandemic. Utilizing a sample of over 400 business students from 14 universities across four countries, we find a paradox between the desire for social connection and the need for autonomy and flexibility. Our study contributes to business and management education by providing a longitudinal understanding of how online engagement has evolved. We offer practical insights to help educators design online courses that enhance autonomy, competence, and relatedness, aligning student engagement with the evolving demands of virtual business environments.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101190"},"PeriodicalIF":6.0,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Looking for student success factors outside of the educators' scope: The effect of digital literacy, personal skills, and learning habits and conditions on self-evaluated online learning effectiveness in management education","authors":"Balázs Vaszkun,&nbsp;Katalin Mihalkov Szakács","doi":"10.1016/j.ijme.2025.101188","DOIUrl":"10.1016/j.ijme.2025.101188","url":null,"abstract":"<div><div>The present study explored factors that significantly impact learning effectiveness in an online environment. Independent variables such as digital literacy, personal cognitive skills and attitudes (e.g., motivation), and online learning habits and conditions (student identity, time and task management, etc.) have been identified, studied in the literature, and measured with an online self-evaluated questionnaire. Based on our focus groups and the answers of 1447 bachelor students of four management programs, digital literacy, personal cognitive skills, and online learning habits and conditions all have a significant, positive effect on online learning effectiveness with various weights. The theoretical contribution is the weighted list of variables significantly impacting online learning effectiveness. The contribution to practice includes recommendations to students and educators on enhancing online learning effectiveness. Our results highlight the importance of learning habits and conditions and suggest a stronger focus on student identity in all online learning environments.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101188"},"PeriodicalIF":6.0,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher's roles and students' flow experience in business simulation games: A quasi-experimental study","authors":"Jiachun Chen ,&nbsp;Wenjia Yan ,&nbsp;Qing Tian ,&nbsp;Quan Chen ,&nbsp;Yuxuan Chen","doi":"10.1016/j.ijme.2025.101189","DOIUrl":"10.1016/j.ijme.2025.101189","url":null,"abstract":"<div><div>Business simulation games (BSGs) are crucial experiential learning approaches in entrepreneurship education (EE). However, research on the pedagogical guidance of these games remains sparse. Teachers occupy a pivotal position in BSGs, yet theoretical insights into their role are still lacking. Based on role theory, this study investigated how varying teacher roles impact students' flow experience (FE) within BSGs. We conducted an experiment involving an experimental group of 40 participants and a control group of 39. We examined whether a teacher's role shifts from instructor to competitor influenced students' FE. Data were collected from questionnaires, interviews, observations, and software recording. When teachers transitioned from instructors to competitors, students' FE significantly improved, supported by high reliability. In contrast, FE in the control group (teachers as bystanders) showed non-significant improvement. The findings revealed the efficacy of this teaching approach. Unexpectedly, we also discovered that allowing participants to revisit their business ventures further enriched their FE. Based on our findings, we offer recommendations for refining teaching methodologies in BSGs.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101189"},"PeriodicalIF":6.0,"publicationDate":"2025-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning by pinning: Introducing Pinterest in sport management education","authors":"Samuel López-Carril ,&nbsp;Nicholas M. Watanabe ,&nbsp;Christos Anagnostopoulos ,&nbsp;María Huertas González-Serrano","doi":"10.1016/j.ijme.2025.101187","DOIUrl":"10.1016/j.ijme.2025.101187","url":null,"abstract":"<div><div>In an increasingly digitized world, social media have emerged as valuable tools for both personal relationships and professional endeavors. While the potential of social media in higher education, particularly in creating online or blended teaching-learning spaces, has been acknowledged, certain platforms such as Pinterest remain underexplored. This study investigates the perceptions of sport management students regarding the utilization of Pinterest through an active learning methodology. Ninety-seven sport management students from a Spanish University participated in pre-test and post-test assessments to evaluate the impact of the educational intervention. The Wilcoxon test and Cohen's d analysis revealed compelling data, indicating that Pinterest serves as a digital tool facilitating peer and faculty feedback, improving productivity and flexibility in the teaching-learning process, promoting information filtering, and keeping students informed about aspects related to sport management. Consequently, we propose the introduction of Pinterest in higher education classes, asserting that, through pinning, students can simultaneously grasp course content, develop social media skills, and establish connections within their professional field.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101187"},"PeriodicalIF":6.0,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143867884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reimagining management education: Navigating the shift to education 4.0 in the digital era","authors":"Arjita Jain ,&nbsp;Kasturi R. Naik ,&nbsp;Kiran Kakade ,&nbsp;Sandeep Bhanot ,&nbsp;Swarupa C. Kulkarni","doi":"10.1016/j.ijme.2025.101182","DOIUrl":"10.1016/j.ijme.2025.101182","url":null,"abstract":"<div><div>The research examines the effects of Education 4.0 principles on management education, emphasizing the transformation of teaching methodologies, student experiences, and digital competencies through emerging technologies and creative pedagogies. The analysis was based on surveys conducted with 150 students and 50 educators from three business schools, along with in-depth interviews. Research indicates a mutual acknowledgment among students and instructors about technology's crucial influence on improving instructional efficacy and information retention, alongside a pronounced desire for hybrid learning modalities. However, maintaining online interpersonal connections remains challenging, and continuous skill development is vital given rapidly shifting demands. Significantly, insufficient infrastructure, limited faculty training, and inadequate managerial support hamper flexible, student-centered curricula and slow blended learning adoption. By illuminating pragmatic strategies to mitigate faculty resistance, address resource gaps, and recalibrate institutional policies, this paper extends beyond generic Education 4.0 discussions. Technology positively influences academic performance and work-life balance but raises critical issues of equitable access and digital readiness. Conclusively, the study offers fresh perspectives on implementing Education 4.0 in business schools, providing recommendations for curriculum design, faculty development, and institutional policy. The framework seeks to provide future graduates with Industry 4.0 competencies, facilitating innovative management education that responds to the intricacies of the contemporary corporate environment.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101182"},"PeriodicalIF":6.0,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143834017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"I have a dream: Exploring green entrepreneurial intentions from a moderated mediation perspective","authors":"Jia-Xin Liu","doi":"10.1016/j.ijme.2025.101185","DOIUrl":"10.1016/j.ijme.2025.101185","url":null,"abstract":"<div><div>This study aimed to predict the green entrepreneurial intentions (GEI) of business management students in China. Using narrative transportation and regulatory focus theories, this study investigates the relationship between narrative transportation (NT) and GEI. It also examines the mediating role of identification with character (IDC) and the moderating role of regulatory focus. Using the PROCESS macro in SPSS, data were collected from 354 Chinese university students via a structured questionnaire. The results indicated that NT had significant direct and indirect effects on GEI through IDC. Promotion focus (but not prevention focus) enhanced the impact of NT on both IDC and GEI. The findings provide insights for academics and practitioners, supporting educational and sustainability goals by offering empirical evidence of the role of NT in shaping GEI. The research also underscores the importance of considering individual differences among university students.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101185"},"PeriodicalIF":6.0,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Deepening gender differences in self-efficacy and sustainable entrepreneurial intentions among Business and Engineering students of Generation Z","authors":"Gustavo Barrera-Verdugo ,&nbsp;Jaime Cadena-Echeverría ,&nbsp;Daniel Durán-Sandoval ,&nbsp;Antonio Villarroel-Villarroel","doi":"10.1016/j.ijme.2025.101186","DOIUrl":"10.1016/j.ijme.2025.101186","url":null,"abstract":"<div><div>While the role of self-efficacy in influencing entrepreneurial intention has been extensively examined, further investigation is needed to gain a deeper understanding of the gender disparities that exist with respect to the various dimensions of entrepreneurial self-efficacy, as well as the impact these dimensions have on sustainable entrepreneurial intention. This research examines the gender differences in the dimensions of entrepreneurial self-efficacy identified by McGee (2009) among Business and Engineering students belonging to Generation Z in South America. A total of 315 university students from Chile and Ecuador responded to an online survey that assessed the dimensions outlined in the Multidimensional Entrepreneurial Self-Efficacy Scale, which measures search, planning, marshalling, implementing-people and implementing-finance self-efficacy. The responses were subjected to analysis using Composite Confirmatory Analysis (CCA), non-parametric tests for comparison of frequency distributions, and a multigroup PLS-SEM analysis. The findings supported the existence of gender disparities in dimensions of entrepreneurial self-efficacy among the study population. Male students exhibited higher values for both searching and marshalling self-efficacy, while female students demonstrated higher values for planning and financial self-efficacy. No statistically significant gender differences were identified with respect to the effect of self-efficacy dimensions on sustainable entrepreneurial intention. The results contribute to our understanding about gender differences on entrepreneurial self-efficacy and sustainable entrepreneurial intention among young business and engineering students. The findings may inform the training of young business and engineering students in South America, with the objective of reducing gender disparities in specific entrepreneurial capabilities that may affect the development of sustainable entrepreneurship.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101186"},"PeriodicalIF":6.0,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the neoliberal straitjacket: the Degrowth Pedagogy Framework (DPF) for business schools","authors":"Carla Liuzzo","doi":"10.1016/j.ijme.2025.101178","DOIUrl":"10.1016/j.ijme.2025.101178","url":null,"abstract":"<div><div>This conceptual paper introduces the Degrowth Pedagogy Framework (DPF) as a pedagogical innovation that develops critical skills in educators and students to challenge growth-dependent sustainability models, ultimately advancing responsible management and sustainability in higher education. Drawing on critical pedagogy as a form of resistance in the Freirean sense, the DPF offers a novel approach that guides educators beyond the constraints of neoliberal orthodoxy. The DPF advances business school education for preparing students to lead during ecological and societal crises. Providing educators with five pillars to critically examine the limitations of neoliberal free-market capitalism, the DPF introduces degrowth as a valid and essential counter-narrative in business school pedagogy. By fostering a constructivist approach and encouraging multi-paradigmatic worldviews, the DPF promotes a ‘childlike mindset’ that cultivates openness to new paradigms. Ultimately, this paper responds to the urgent need for pedagogical innovation in sustainability education and contributes to business schools fulfilling their commitments to the Principles for Responsible Management Education (PRME) and the United Nations Sustainable Development Goals (UNSDGs).</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101178"},"PeriodicalIF":6.0,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empowering future accountants: The role of self-regulated learning in lifelong success","authors":"Marelize Malan,&nbsp;Gideon Els,&nbsp;Ilse Karsten","doi":"10.1016/j.ijme.2025.101183","DOIUrl":"10.1016/j.ijme.2025.101183","url":null,"abstract":"<div><div>This study explores the role of self-regulated learning (SRL) in fostering lifelong learning skills among second-year Bachelor of Accounting students, aspiring to become chartered accountants. Lifelong learning, a crucial competency for chartered accountants, is closely tied to SRL, which involves actively managing one's cognitive processes, motivation, and learning environment. The study examines SRL through various theoretical lenses, including cognitive, sociocultural, constructivist, and motivational theories. By examining these theories, an integrated programme could be developed that raises students' awareness about self-regulated learners' characteristics. The objective of this study, situated within an action research methodology, is to examine the effectiveness of this programme in increasing students' knowledge and awareness of SRL skills and how it can be implemented in their learning process. The findings suggest that students found the programme fun, educational and insightful. They identified the programme as a tool to empower them with the key elements of SRL. The contribution of this study provides management educators with a framework for integrating SRL skills into existing curricula, enabling effective teaching strategies without disrupting course structures. By embedding SRL development, educators can enhance students' professional competencies, improving job readiness and performance in dynamic managerial roles.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101183"},"PeriodicalIF":6.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143815003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}